books.google.com - This text is written for K-12 educators and others who have little background in school law and need to know the sources of law under which educators operate. It focuses on an understanding of legal rationale and principles that inform practice. Relevant case law, statutory law, constitutional provisions,...https://books.google.com/books/about/School_Law.html?id=7F1OAAAAYAAJ&utm_source=gb-gplus-shareSchool Law

School Law: Cases and Concepts

This text is written for K-12 educators and others who have little background in school law and need to know the sources of law under which educators operate. It focuses on an understanding of legal rationale and principles that inform practice. Relevant case law, statutory law, constitutional provisions, and commentary are provided to develop a basic understanding of school law issues and the legal rationale underpinning such law. Broad legal concepts such as due process, equal protection, freedom of expression, the wall separating church and state, and reasonable search are stressed to help professional educators gain a better understanding of the legal landscape in which they operate. The case method of studying school law is emphasized. Selected cases present legal concepts in a real world context, assisting students in making the essential connection between more abstract general principles of law and their operational application in schools. This text is revised every three years to present the most current available information. essential skills and tools necessary for basic legal research, case citation, analyzing judicial decisions, and understanding the operations of state and federal systems of government. Lastly, but most importantly, the text is written in a clear, understandable, and interesting manner, to actively engage students in lively discussion, and debate concerning the application of the law in schools. The auther provides notes and questions throughout the book to facilitate better understanding of the law and enable instructors to enrich learning through stimulating class discussions.

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Page 3141 , 678 A.2d 1 267 (1 996), in which it held that students in the Hartford public
schools were racially, ethnically and economically isolated and that, as a result,
Hartford public school students had not been provided a substantially equal
educational opportunity under the state constitution, * * * The court clearly
recognized that the state had not intentionally segregated racial and ethnic
minorities in the Hartford public school system. But it also recognized that the
state had created local ...

Page 327At issue in this case was the inclusion of a race-based "tiebreaker," which came
into play when a school was oversubscribed and racially unbalanced. Under the
Seattle plan, eighth-graders prioritized high schools they wished to attend, and if
demand exceeded available vacancies then tiebreakers were employed. First,
attendance of siblings at a requested school was considered. Next, the race of an
applying student would be considered if the make up of an oversubscribed
school ...

Page 329A study by the Harvard Project on School Desegregation found relatively small
academic and racial gains. In 2000 Kansas City schools were characterized by
the director of the Council of the Great City Schools as being "an island of
incompetence in a sea of indifference." Due to its dismal scholastic record, the
State of Missouri revoked its accreditation, and the district was placed in danger
of being broken up or taken over by the state if there were no improvement. Total
expenses for ...